AI Article Synopsis
- - The study evaluated an intervention program that aimed to enhance active reading strategies, like identifying main ideas and summarizing, among 12- and 16-year-olds in 7th and 10th grades.
- - Researchers looked at various aspects, including reading span, time taken, and how well participants could remember and construct information from texts.
- - The findings showed that the training led to significant improvements in reading comprehension and recall, thereby reducing the differences in performance based on developmental levels among the experimental groups.
Article Abstract
The aim of this study was to investigate the effects of an intervention program to promote active text-processing strategies (main-idea identification and summarization) at two developmental levels (12- and 16-year-olds). The independent variables were training condition (experimental and control) and school level (7th and 10th grades). Several measures were taken as dependent variables: reading span, reading time, construction of macrostructure, and structural recall. The hypothesis claimed that training would increase comprehension and recall significantly. Furthermore, as a result of the training program, a reduction in developmental differences in the experimental groups at posttest was also expected. Results supported the predictions, showing a significant improvement in the experimental groups' reading comprehension and recall. These results are discussed in terms of the importance of active and self-controlled strategies for text comprehension and recall.
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| http://dx.doi.org/10.1017/s1138741600005862 | DOI Listing |
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